Relevant bibliographies by topics / Lesbain students

Academic literature on the topic 'Lesbain students'

Author: Grafiati
Published: 27 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Lesbain students"

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Beren, Susan E., Helen A. Hayden, Denise E. Wilfley, and Ruth H. Striegel-Moore. "Body Dissatisfaction Among Lesbian College Students: The Conflict of Straddling Mainstream and Lesbian Cultures." Psychology of Women Quarterly 21, no. 3 (September 1997): 431–45. http://dx.doi.org/10.1111/j.1471-6402.1997.tb00123.x.

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Research examining body dissatisfaction among lesbians has attempted to compare lesbians' and heterosexual women's attitudes toward their bodies. Studies have yielded mixed results, some indicating that lesbians, compared to heterosexual women, are more satisfied with their bodies, and some indicating that the two groups of women are equally dissatisfied. In an attempt to more closely explore lesbians' attitudes toward their bodies, we conducted interviews with 26 lesbian college students and inquired into how the following areas might be related to body-image concerns: (a) lesbian beauty ideals, (b) the sources through which lesbian beauty ideals are conveyed, (c) lesbian conflict about beauty, (d) negative stereotypes about lesbians' appearance, and (e) lesbian concerns about feminine identity. Results indicated that young adult lesbians embrace a beauty ideal that encompasses both thinness and fitness. Whereas mainstream sources, such as women's magazines and peer pressure seem to influence lesbian college students to value a thinner body ideal, sexual relationships with women encouraged acceptance of one's body. Conflict between mainstream and lesbian values about the importance of weight and overall appearance was repeatedly voiced by the respondents. The complexity of lesbians' feelings about their bodies is discussed, and future directions for research are suggested.
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Saraç, Leyla. "Attitudes of Future Physical Education Teachers in Turkey toward Lesbians and Gay Men." Psychological Reports 111, no. 3 (December 2012): 765–75. http://dx.doi.org/10.2466/11.06.21.pr0.111.6.765-775.

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This study explored male and female physical education majors' (149 men, 97 women) attitudes toward lesbians and gays in Turkey. The short form of the Attitudes toward Lesbians and Gay Men Scale was used to assess attitudes toward lesbians and gay men in relation to the education majors' sex, year of schooling, and whether or not he/she had a lesbian/gay friend or acquaintance. Female students had more positive attitudes toward gay men compared with males, and male and female students' attitudes toward lesbians were similar. Furthermore, no significant differences were found among the different cohort years in terms of attitudes toward lesbians and gay men. Results also revealed that students who had lesbian/gay friends or acquaintances held more positive attitudes toward gay men than those who did not. However, their attitudes were similar toward lesbians.
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Lopes, Lucas, Jorge Gato, and Manuel Esteves. "Portuguese Medical Students’ Knowledge and Attitudes Towards Homosexuality." Acta Médica Portuguesa 29, no. 11 (November 30, 2016): 684. http://dx.doi.org/10.20344/amp.8009.

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Introduction: Lesbian, gay, bisexual and transgender people still face discrimination in healthcare environments and physicians often report lack of knowledge on this population’s specific healthcare needs. In fact, recommendations have been put forward to include lesbian, gay, bisexual and transgender health in medical curricula. This study aimed to explore factors associated with medical students’ knowledge and attitudes towards homosexuality in different years of the medical course.Material and Methods: An anonymous online-based questionnaire was sent to all medical students enrolled at the Faculty of Medicine - University of Porto, Portugal, in December 2015. The questionnaire included socio-demographic questions, the Multidimensional Scale of Attitudes Toward Lesbians and Gay Men (27 items) and a Homosexuality Knowledge Questionnaire (17 items). Descriptive statistics, ANOVAs, Chi-square tests and Pearson’s correlations were used in the analysis.Results: A total of 489 completed responses was analyzed. Male gender, religiosity and absence of lesbian, gay or bisexual friends were associated with more negative attitudes towards homosexuality. Attitudinal scores did not correlate with advanced years in medical course or contact with lesbian, gay or bisexual patients. Students aiming to pursue technique-oriented specialties presented higher scores in the ‘Modern Heterosexism’ subscale than students seeking patient-oriented specialties. Although advanced years in medical course correlated significantly with higher knowledge scores, items related with lesbian, gay or bisexual health showed the lowest percentage of correct answers.Conclusion: There seems to be a lack of exploration of medical students’ personal attitudes towards lesbians and gay men, and also a lack of knowledge on lesbian, gay or bisexual specific healthcare needs. This study highlights the importance of inclusive undergraduate curriculum development in order to foster quality healthcare.
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Ellis, Sonia J. "Ignorance is bliss? Undergraduate students and lesbian and gay culture." Lesbian & Gay Psychology Review 5, no. 2 (July 2004): 42–47. http://dx.doi.org/10.53841/bpslg.2004.5.2.42.

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AbstractEmpirical studies exploring prejudice against lesbians and gay men are well represented in the psychological literature. However, discussion around knowledge and awareness of lesbian and gay culture and history as a form of prejudice appears to be absent from the psychological literature. The purpose of the study reported here was to explore awareness of specific aspects of lesbian and gay culture and history (for example, symbols, organisations and historically significant places). A convenience sample of 101 students completed a short open-response questionnaire asking them about specific lesbian and gay places, organisations and symbols (for example, ‘What is Stonewall?’, ‘What does the pink triangle symbolise?’). Findings of the study indicated that respondents had an extremely limited knowledge of lesbian and gay culture and history. The implications of the findings for maintaining lesbian and gay community and for securing recognition within human rights discourse are discussed.
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Husna, Izdihari Nisa’ul, Diah Krisnatuti, and Musthofa. "RELIGIOSITY, FAMILY GENDER ROLES SOCIALIZATION, AND COLLEGE STUDENTS’ ATTITUDES TOWARDS LESBIAN, GAY, BISEXUAL, AND TRANSGENDER (LGBT)." Journal of Child, Family, and Consumer Studies 1, no. 1 (April 25, 2022): 1–13. http://dx.doi.org/10.29244/jcfcs.1.1.1-13.

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Society’s attitudes towards LGBT can be understood through college students’ viewpoints as the university’s environment can act as a microcosm of a larger community. Their voices can act as a representation of the youth generation and fellow citizens’ tolerance. This study aims to analyze the influences of religiosity and family gender roles socialization on students’ attitudes toward LGBT. Primary data used in this study were collected through an online questionnaire filled by 60 respondents, divided into male and female, who were selected by multistage random sampling technique involving all IPB’s undergraduate programs. This study found a significant difference between male and female students’ rejection of lesbians, with female students having higher rejection than male students. Students' religiosity and family gender roles socialization are in the medium category. Sex positively correlated to attitudes toward lesbians, while the mother's Occupation positively correlated to family gender roles, socialization, and religiosity was found to positively correlate with attitudes toward lesbians, gays, bisexuals, and transgender. Sex, explicitly being female, positively influences attitudes toward lesbians. In contrast, religiosity positively influences attitudes toward lesbian, gay, bisexual, and transgender, which means female students have a higher rejection of lesbians. The greater religiosity will result in increased rejection of LGBT.
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Hylton, Mary E. "Online Versus Classroom-Based Instruction: A Comparative Study of Learning Outcomes in a Diversity Course." Journal of Baccalaureate Social Work 11, no. 2 (March 1, 2006): 102–14. http://dx.doi.org/10.18084/1084-7219.11.2.102.

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This study compares the learning outcomes of a traditional, classroom-based course and an online section of the same course on the attitudes and knowledge students have regarding gay men and lesbians. The study was conducted in two sections of an undergraduate social work course entitled lesbian and gay lives. The study found that online and traditional teaching modalities were equally effective in achieving course objectives. Students in both sections had more favorable attitudes towards lesbians and gay men at the conclusion of the course than they did at the start of the course. Implications of online teaching for social work education and recommendations for further research are presented.
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Milman, Noriko, and Jerome Rabow. "Identifying with the Role of “Other”: “The Pink Triangle Experiment” Revisited." Qualitative Sociology Review 2, no. 2 (August 17, 2006): 61–74. http://dx.doi.org/10.18778/1733-8077.2.2.05.

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The present study examines the impact of a politically-charged symbol on the everyday interactions of student-participants. Autoethnographic data gathered by undergraduate students donning a pink triangle pin indicates that participants often became identified with a gay/lesbian identity and were subsequently “othered.” Students’ testimonies highlight how the othering process prompted greater understanding of the struggles of gay men and lesbians, as well as other historically disenfranchised groups. Finally, their writings indicate that the experiment served as an exercise in self-reflection and in some cases, produced sentiments of self-empowerment.
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Martin, Angela, Dorothee Seifen, and Mary Maloney. "Lesbians, Bisexual Women, and Perceptions of Risk in the Bluegrass." Practicing Anthropology 15, no. 4 (September 1, 1993): 48–51. http://dx.doi.org/10.17730/praa.15.4.4q254035v3k67uu5.

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In September 1992, we embarked upon a research project designed to investigate lesbian attitudes towards HIV/AIDS risk and the impact on these attitudes of a safer sex workshop for lesbians and bisexual women. This project was part of a graduate seminar aimed at familiarizing students in the Anthropology Department at the University of Kentucky with techniques involved in community-based ethnographic research. As anthropologists, we were interested in collecting data on individual behaviors and perceptions of risk. We then wanted to contrast our findings with institutionally recognized risk categories and behaviors, such as those of the Centers for Disease Control (CDC). Over the course of three months, teenagers, minorities, and so on. A pamphlet aimed at teens will often employ the language teens use. Similarly, materials geared toward gay men will not present information on vaginal intercourse. If one examines a range of such materials, one finds that lesbians are nowhere represented or targeted. (See Rebecca Cole and Sally Cooper, "Lesbian Exclusion from HIV/AIDS Education," SEICUS Report, December 1990/January 1991.)
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Andharu, Devito, and Wahyu Widayati. "Feminism Radical in the Novel Keindahan dan Kesedihan by Yasunari Kawabata." Jurnal Ilmiah FONEMA : Jurnal Edukasi Bahasa dan Sastra Indonesia 1, no. 1 (August 15, 2018): 16. http://dx.doi.org/10.25139/fn.v1i1.965.

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The Purpose of this research are to describe a feminism in Keindahan dan Kesedihan Novel by Yasunari Kawabata.This research is a qualitative descriptive. The object is psychoanalysis from Keindahan dan Kesedihan, novel by Yasunari Kawabata. Data collected by using close reading technic: read, scan, and quote. Data validity use triangulation technic. Data analized by semiotic mode of reading. Analysis result is shown in terms of feminism, the role of Otoko and Keiko is the main character in Keindahan dan Kesedihan novel that she is a s lesbian. Lesbian is an example of the uprising at the radical feminism. But after reviewing the whole of Keindahan dan Kesedihan novel be able to conclude that the figures of Otoko are not included in radical feminism. Otoko chose to become lesbian with Keiko after the she met with the students painted Keiko. Otoko choice of life lived as a lesbian is to keep the sacred vision in maintaining its love for Oki. In contrast to Otoko, Keiko chose to become lesbians based on hate with men. Keiko found men always give the suffering of women. Keywords :Feminism, Novel
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Foster, Deborah, and Karen Perry. "Out of the closet, into the classroom?" Lesbian & Gay Psychology Review 10, no. 1 (September 2009): 27–31. http://dx.doi.org/10.53841/bpslg.2009.10.1.27.

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This article explores whether there is merit in a lesbian educator being ‘out’ in the classroom or whether her orientation should be invisible. Only part of what we teach is our content; the other part involves acting as role models and giving students more effective tools to interact in a diverse world; as such the question of ‘out’ or not begs an answer. This article is a conversation between two lesbians teaching at a rural northern college in Alberta, Canada, discussing whether to be ‘out’ or not in the classroom.
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Dissertations / Theses on the topic "Lesbain students"

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Morgan, Daniel J. "Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered." Thesis, Connect to this title online, 2003. http://www.library.unt.edu/theses/open/20033/morgan%5Fdaniel/index.htm.

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Murphy, Heather Elise. "Suicide risk among gay, lesbian, and bisexual college youth /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7522.

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Munyuki, Chipo Lidia. "“Just trying to live our lives”: gay, lesbian and bisexual students’ experiences of being “at home” in university residence life." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1020341.

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Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.
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Fisher, Jacob A. "Mental health concerns among gay and lesbian college students." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fisherj.pdf.

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Abes, Elisa S. "The dynamics of multiple dimensions of identity for lesbian college students." Connect to this title online, 2004. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=osu1060883890.

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Ensign, Kristine A. "Heterosexual athletic trainers' attitudes toward lesbian, gay men, and bisexual athletes in the National Collegiate Athletic Association." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1240533725.

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Knowles, Paul D. "Constructing the Experiences of Gay and Lesbian High School Students in Maine." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/KnowlesPD2005.pdf.

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Cai, Ying Suree Kanjanawong. "Daily life and sexuality in heterosexual love relation of female students : Experiences from a University in Beijing, China /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4838030.pdf.

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DeWolfe, Justin F. "Resources for Gay and Lesbian Students at the High School Level." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1217115667.

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Shepler, Dustin K. "Perceived social support of gay, lesbian, and biesexual students : implications for counseling psychology." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397652.

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Factors that affect perceived social support in gay, lesbian and bisexual (GLB) college students, including expectations concerning disclosure of sexual minority orientation, perceived family support, and perceived supportiveness of school environment are discussed. GLB identity formation and stigmatization are reviewed. Perceived social support, counselor support/working alliance, and sexual orientation were assessed with the Social Support Questionnaire (SSQ), the Working Alliance Inventory — Short Form (WAI-S) and a modified Kinsey Scale respectively. The implications that variation in each of these factors may have in relation to perceived social support and mental health counseling of GLB college students were considered after data were collected and analyzed. Findings indicate that little difference in perceived social support exist between GLB and heterosexual college students, in perceived social support in counseling relationships, or between genders in the GLB student population. Findings indicate that a significant difference in perceived social support exists between those GLB students who have disclosed their sexual orientation status one year or longer ago and those GLB students who had not disclosed their sexual orientation at all or less than one year ago.
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Books on the topic "Lesbain students"

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Katzir, Judith. Dearest Anne: A tale of impossible love. New York: Feminist Press at the City University of New York, 2008.

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Michigan State University. University-Wide Task Force on Lesbian & Gay Issues. Moving forward: Lesbians and gay men at Michigan State University : a report of the University-Wide Task Force on Lesbian & Gay Issues. East Lansing, MI: The Task Force, 1992.

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McConnell, Vicki P. Berrigan. 2nd ed. Tallahassee, Fla: Naiad Press, 1990.

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Horvitz, Lori. Queer girls in class: Lesbian teachers and students tell their classroom stories. New York: Peter Lang, 2011.

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I, Spungin Charlotte, ed. Gay and lesbian students: Understanding their needs. Washington: Taylor & Francis, 1995.

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Cianciotto, Jason. Education policy: Issues affecting lesbian, gay, bisexual, and transgender youth. New York, NY: National Gay and Lesbian Task Force Policy Institute, 2003.

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Due, Linnea A. Give me time. New York: Morrow, 1985.

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Dewaele, Alexis. De schoolloopbaan van holebi- en heterojongeren. Antwerpen: Steunpunt Gelijkekansenbeleid, 2008.

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Clifford, Chase, ed. Queer 13: Lesbian and gay writers recall seventh grade. New York: Rob Weisbach Books, 1998.

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Shepard, Curtis Frederic. Lesbian, gay, bisexual & transgender campus organizing: A comprehensive manual. [Washington, D.C.]: National Gay and Lesbian Task Force, 1995.

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Book chapters on the topic "Lesbain students"

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Besner, Hilda F., and Charlotte I. Spungin. "Ways Help Can Be Provided." In Gay And Lesbian Students, 97–114. New York: Taylor & Francis, 2022. http://dx.doi.org/10.4324/9781315783505-8.

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Besner, Hilda F., and Charlotte I. Spungin. "Identifying and Understanding the Needs of Gay and Lesbian Teenagers." In Gay And Lesbian Students, 67–85. New York: Taylor & Francis, 2022. http://dx.doi.org/10.4324/9781315783505-6.

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Besner, Hilda F., and Charlotte I. Spungin. "Debunking Myths About Homosexuality." In Gay And Lesbian Students, 11–25. New York: Taylor & Francis, 2022. http://dx.doi.org/10.4324/9781315783505-2.

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Besner, Hilda F., and Charlotte I. Spungin. "Unresolved Issues and Needs." In Gay And Lesbian Students, 87–96. New York: Taylor & Francis, 2022. http://dx.doi.org/10.4324/9781315783505-7.

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Besner, Hilda F., and Charlotte I. Spungin. "Understanding Homophobia." In Gay And Lesbian Students, 27–36. New York: Taylor & Francis, 2022. http://dx.doi.org/10.4324/9781315783505-3.

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Besner, Hilda F., and Charlotte I. Spungin. "Relevant Issues." In Gay And Lesbian Students, 47–66. New York: Taylor & Francis, 2022. http://dx.doi.org/10.4324/9781315783505-5.

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Besner, Hilda F., and Charlotte I. Spungin. "The Origins of Homosexuality." In Gay And Lesbian Students, 1–9. New York: Taylor & Francis, 2022. http://dx.doi.org/10.4324/9781315783505-1.

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Besner, Hilda F., and Charlotte I. Spungin. "Homophobia in Society." In Gay And Lesbian Students, 37–46. New York: Taylor & Francis, 2022. http://dx.doi.org/10.4324/9781315783505-4.

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Venable, C. J., and Kyle Inselman. "Advising trans students." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 215–28. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-13.

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Wangensteen, Leonor L. "Advising lgbtqa+ international students." In Advising Lesbian, Gay, Bisexual, Transgender, and Queer College Students, 229–44. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442950-14.

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Conference papers on the topic "Lesbain students"

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Trenshaw, Kathryn F., Ashley Hetrick, Ramona F. Oswald, Sharra L. Vostral, and Michael C. Loui. "Lesbian, gay, bisexual, and transgender students in engineering: Climate and perceptions." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685028.

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Garcia-Ramirez, Grisel, and Sabrina Islam. "Patterns of marijuana use and sexual violence among sexual minority high school students: Perspectives from the California Healthy Kids Survey." In 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.50.

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Background: Sexual minority students are at risk for adverse outcomes associated with substance use and violence. The vast majority of research literature, however, has focused on university students and alcohol consumption. There is an increased need to understand the distinct vulnerabilities of youth who have a non-heterosexual sexual orientation, and marijuana use as more state legalize and normalize the recreational use of marijuana in various forms. This study examines marijuana use and sexual victimization among high school students by sexual minority status. Methods: We analyzed data from 9th (n=50,973) and 11th (n=41,692) graders who participated in the California Healthy Kids Survey during the 2018-2019 school year. Students were asked to report their sexual identity and orientation (‘straight,’ ‘gay/lesbian,’ ‘bisexual,’ ‘something else,’ ‘I am not sure yet’, ‘decline to respond’), whether they had ever been sexually assaulted, marijuana use in their lifetime and past 30 days, and demographic characteristics. We conducted multi-level logistic regression analysis to assess relationships between lifetime and past-30-day marijuana use, sexual minority status and sexual victimization (SV). Analyses were performed using Stata, version 15.1. Results: The initial model indicated that the interaction terms for sexual minority status and sexual assault were not significantly associated with lifetime and past 30-day marijuana use. Analyses without the interaction terms suggest that students who identify as gay or lesbian, and who selected ‘I am not sure yet’ and ‘something else’ had higher odds of reporting past-30-day marijuana use than their ‘straight’ peers (OR=1.50 p<0.01 95%CI: 1.15, 1.96; OR=1.34 p<0.01 95%CI: 1.20, 1.50; OR=2.33 p<0.01 95%CI: 2.11, 2.59). Results also suggested that students who identified as gay or lesbian, bisexual, and students who selected ‘something else’ as their sexual orientation had higher odds to report lifetime marijuana use than their ‘straight’ peers (OR=1.90 p<0.01 95%CI: 1.43, 2.52; OR=1.45 p<0.05 95%CI: 1.03, 2.04; OR=1.57 p<0.01 95%CI: 1.29, 1.92). However, students who declined to respond about their sexuality are less likely to report lifetime marijuana use than their ‘straight’ peers (OR=0.82 p<0.05 95%CI: .68, .99) Additionally, students who reported sexual assault have almost six times higher odds of reporting lifetime and past-30-day and lifetime marijuana use (OR=6.68 p<0.01 95%CI: 3.99, 11.20; OR=6.03 p<0.01 95%CI: 3.80, 9.56). Overall, students who are in 11th grade, are male, and Hispanic have higher odds of reporting marijuana use. Conclusion: Overall, risks of marijuana use tend to be more pronounced among sexual minority students who have experienced sexual violence. Our findings suggest that students who identified as ‘something else’ may be at particular risk. These results are congruent with prior research on college populations that have identified undergraduate students who are bisexual and unsure of their sexual identity at heightened risk for SA. Greater efforts are needed to examine the intersection of substance use and sexual victimization and the disproportionate burden facing adolescents across multiple categories of sexual orientation.
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Stout, Jane G., and Heather M. Wright. "Lesbian, Gay, Bisexual, Transgender, and Queer students' sense of belonging in computing." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296501.

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Chang, Te-Sheng, Chia-Sheng You, and Vuong Tran. "Social Interaction Attitudes Toward Gay and Lesbian Peers among Secondary School Students in Taiwan." In 2nd International Conference on Advanced Research in Humanities. global, 2019. http://dx.doi.org/10.33422/2nd.icarhconf.2019.09.599.

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Hinds, Stuart. "Revealing a Community's Heritage: the Gay and Lesbian Archive of Mid-America." In Kansas LGBTQ Symposium. Fort Hays State University, 2022. http://dx.doi.org/10.58809/wtob5998.

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The Gay and Lesbian Archive of Mid-America (GLAMA) was founded in 2009 to collect, preserve, and make accessible the documents and artifacts that reflect the histories of the LGBTQ communities in the Kansas City region. Originally a partnership between the University of Missouri – Kansas City Special Collections and Archives Division, the Kansas City Museum, and the Jackson County Historical Society, by 2014 two of the partners retreated from the project and it has been solely an initiative at UMKC since. GLAMA has been wildly successful in many respects – response from community donors; interest on the part of student, faculty, and community researchers; and uncovering a previously hidden history of the region. This presentation will focus on the evolution of GLAMA, resources available to users, and public-facing projects that have emerged from the collections.
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Gottfried, Michael. "Exploring Career and Technical Education Course-Taking Patterns for Lesbian, Gay, and Bisexual High School Students." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2097260.

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Chang, Te-Sheng. "The Association of Negative Attitudes Toward Cross-Gender Behavior and Social Relationship With Gay/Lesbian Peers Among Middle School Students in Taiwan." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681041.

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Hidayani, Wuri Ratna, Haidir Syafrullah, and Elly Satiyasih Rosali. "Analysis of Knowledge of Senior High School (SMA N) 2 Singaparna Students About Epidemiology of Sexual Transmitted Infections (STIs) and Lesbian, Gay, Bisexual, Transgender (LGBT) in 2019." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.075.

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